tenth level students, academic year 2013 – 2014. The summative test is named:
“Ulangan Umum Semester Genap Tahun Pelajaran 20132014 SMA DUA MEI” The writer emphasized that he wanted to know more about the test which was
conducted by SM A DUA MEI was not relevant to the syllabus the students‟
learnt. In fact, the teacher tested the students not based on the written syllabus. On the other hand, the test or the sample which was hold was inappropriate. For
instance, news item and explanation, these two items there were not in the syllabus, but still it was been tested.
In addition, the teacher made the too simple item test. It was proven by the English summative test.
Also, the writer chose this school because he found that there were not team teachers who design the test items of the summative test. So the English
summative tests of SMA DUA MEI are always made by the English subject teacher. In the other word, there was no evaluation from the school concerning,
because of that the previous test item was repeated to be tested. From the elaboration above, influenced to the students‟ skill especially speaking and
reading and it also effected to the score that students obtained. Therefore based on that problem, the writer tries to analyze and interpret it
under the title:
“An Analysis on the Content Validity of the Summative Test for the Tenth Year Students of SMA DUA MEI
.”
B. Formulation of the Problem
To make the study easy to understand, the writer formulates the problem whether each test items of the summative test for the tenth year students of SMA
DUA MEI represent the indicators as suggested its syllabus as an indicator of the content validity. Based on the preliminary study, the writer breaks down into two
formulate: 1. How many items represent the indicators?
2. How many indicators represent by the test items?
C. Scope and Limitation of the Study
To make this writing easier to understand, the writer limit the study as follow: a. The research focused only on the content validity of English summative of
the even semester at tenth grade academic year 20132014. b. The research focused only on reading and speaking skills because the
summative test consists of multiple choice items, and there are some dialogues represent the indicators of speaking.
c. The test to be analyzed is the English summative test forthe tenth grade students at SMA DUA MEI.
d. The syllabus to be used is the syllabus which was made by the teacher referenced to curriculum 2006.
D. Purpose of the Study
The purpose of the research is to describe whether each test items of the summative test for the tenth year students of SMA DUA MEI represent the
indicators as suggested its syllabus as an indicator of the content validity. And the result of this study is expected to give a description for the readers about an
analysis of the content validity toward the summative test. It also can be used as an input for the readers; especially for the English teachers, the headmaster, and
all people who are involved and responsible in developing quality of education. In other word, it is useful for all people to know the characteristics of a good test and
for the researchers as the basic for conducting further research.
6
CHAPTER II THEORETICAL FRAMEWORK
A. Language Test
1. The Definition of Test
In order to know how well the result of teaching learning processes is
,
a teacher must evaluate it. One of the evaluation instruments is a test. There are
many definitions of test. Michel T. Nietzel, said that “Test is a systematic
procedure for observing and describing a person‟s behavior in standard situation
”
1
. While Grounlund said in his book, Measurement and Evaluation in Teaching,
“Test is an instrument or systematic procedure for measuring a sample of behavior. Answer the question “How well does the individual perform – either in
comparison with others or in comparison with a domain of performance tasks?”.”
2
According to Anthony J Nitko, “Test is systematic procedure for observing
and describing one or more characteristics of person with the aid of either a numerical of category system.
3
Wilmar Tinambunan said, “A test is a set of question, each of which has a correct answer, that examinees usually answer orally or in
writing.”
4
Based on the definition above the writer can conclude that test is a group of
questions to measure some skills or knowledge that should be responded by students. In addition, test has important role in teaching. Through testing, teachers
are able to discover the effectiveness of the instructional objective.
1
Michael T. Nietzel, Introduction to Clinical Psychology, Englewood Cliffs: Prentice Hall, 1998, p.159
2
N.E. Groundlund, Measurement and Evaluation in Teaching, USA : Mc. Millan Publishing Company, 1985. p. 5
3
Anthony J. Nitko, Educational Test and Measurement An Introduction, NewYork. Harcourt Brace Jovanovic, Inc.1983, p.6
4
Wilmar Tinambunan, Evaluation of Student Achievement, Jakarta: Departemen Pendidikan dan Kebudayaan, 1988 p. 3
2. The Type of Test
According to Wilmar Tinambunan there are two types of tests used in determining a person‟s ability: aptitude test and achievement test.
5
An aptitude test is primarily designed to predict success in some future learning activity,
whereas an achievement test is designed to indicate degree of success in some past learning activity. The major purpose of testing in the classroom is to measure
student achievement as an indication of progress toward educational objectives set for the students.
While according to Mary and Sake, there are four basic types of language tests: achievement tests, and proficiency tests, diagnostic tests, and aptitude tests.
6
1. Achievement test Achievement-type or attainment tests are widely employed in language
teaching just as they are in most other subjects. They are used to measure the amount and degree of control of discrete language and cultural items and of
integrated language skills acquired by the student within a specific period of instruction in a specific course.
2. Proficiency test Language proficiency tests are designed to measure control of language or
cultural items and communication skills already present at the time of testing, irrespective of formal training. Such tests are generally used for specific
purposes; for example, to determine selection of students for a specific program, to ascertain appropriate placement levels in courses or in advanced
training programs, and to judg e the examinee‟s readiness to perform specific
tasks in a work activity.
5
Ibid, p. 7
6
Mary Finocchiaro and Sydney Sake, Foreign Language Testing, New York: Regents Publishing, 1983, p. 15
